Educational Advancement and Development Journal
Educational Advancement and Development Journal (EAD JOURNAL) is an anonymous peer-reviewed scholarly publication by NEAD Africa, an organisation focused on advancing academic and professional discourse in various fields relevant to the African continent. The journal aims to provide a platform for researchers, academics, and professionals to publish their findings, share insights, and discuss emerging trends and challenges within their areas of expertise.
Skill Improvement Needs of Pepper Small holder Farmers for Increased Production in Rivers State, Nigeria
The study determined the skill improvement needs of pepper small holder farmers for increased production in River State, Nigeria. Survey research design was used for the study. Four objectives, four research questions and two hypotheses were used for the study. The population of the study is made up of 20,100 registered pepper farmers and 64 extension agents across the State. The sample size for the study was 400 which was determined using Taro Yamane Formula. After which simple random sampling techniques were applied to select the respondents for the study comprising the North, Central and Southern senatorial districts. The instrument for data collection was a self-development questionnaire titled "Skill improvement needs of farmers in pepper production for increased production Questionnaire (SINFPPIPQ)", which was designed in line with the research questions and hypotheses raised for the study. The instrument was subjected to face and content validation by three experts: one from the department of Agricultural education, one from the department of agronomy and one from the department of educational foundation, all from Ignatius Ajuru University of Education, Rumuolumeni Port Harcourt, Rivers state. The questionnaire was subject to trial testing with (30) respondents (farmers) and (10) extension agents in Akwa Ibom State, Nigeria. Data collected from the trial testing were analysed using the Cronbach Alpha reliability method, which yielded a coefficient of 0.81 and 0.84 for need and performance respectively, indicating that the instrument was reliable. The instrument was administered by the researcher with the help of three (3) research assistants in the study area. 400 copies of questionnaires were administered to the respondents and collected immediately. A rating scale of four points was used as response to questions. The data collected were analysed using weighted mean and Improvement Needed Index (INI) to answer research questions, while Chi-square was used to test the research hypotheses at 0.05 level of significance. Based on the findings, it could be concluded that pepper farmers in River State, particularly in areas such as planning, planting, harvesting and marketing of pepper should be given adequate training to enhance better performance. It was therefore recommended that extension agents should establish targeted training programmes to improve farmers’ skills in planning as well as provide practical training on how to carry out pepper planting for better production in the area.
Copyright (c) 2026 D. N. Benson, Ezra Isuwa, Faith Abah Onyanta https://creativecommons.org/licenses/by-nc-nd/4.0
Determinants of Brand Evangelism in the Fashion Clothing Industry in Benin Metropolis, Nigeria
This study investigated the determinants of brand evangelism within the native fashion clothing industry in Benin Metropolis, Nigeria. As global brands increasingly dominate the Nigerian fashion market, indigenous fashion designers face mounting pressure to build sustainable customer engagement and loyalty. Brand evangelism defined as customers' voluntary and passionate promotion of a brand, has emerged as a vital strategy for enhancing consumer advocacy and driving brand growth. The study adopts a quantitative approach, employing a structured survey design to collect data from a sample of 385 respondents, selected using Cochran’s formula. A structured questionnaire was used to gather information on customer perceptions of service failure recovery, brand trust, brand love, brand identification, and opinion leadership, as well as their expressions of brand evangelism through positive brand referral, purchase intention, and oppositional brand referral. Data were analysed using both descriptive and inferential statistics via SPSS version 20. Findings reveal that service failure recovery significantly influences positive brand referral, while brand trust, brand love, and brand identification strongly predict purchase intention. Opinion leadership, though significant in influencing purchase intention, has limited effect on positive or oppositional brand referrals. These results highlight the pivotal role of emotional, cognitive, and experiential factors in driving customer advocacy. The study concludes that fostering trust, emotional attachment, and brand identification among customers can meaningfully promote brand evangelism. It recommends that local fashion brands enhance service responsiveness, develop emotionally resonant marketing, and actively engage influential consumers to cultivate brand loyalty and advocacy.
Copyright (c) 2026 O. U. Akenzua, E. C. Gbandi https://creativecommons.org/licenses/by-nc-nd/4.0
A Comparative Analysis of Traditional Vs. Digital Adult Literacy Models in Enhancing Agripreneurial Competencies Among Small-Scale Farmers in Lagos State, Nigeria
The study evaluated the efficiency of using conventional models, which involve face-to-face and paper-based methods, against those using technological platforms to improve agripreneurial skills among smallholder farmers in Lagos State, Nigeria. As rural regions become more urbanized, and demands in the market increase, it is important to determine whether digital models will help farmers develop skills. A descriptive survey design was adopted. Two hundred questionnaires were distributed to purposively selected farmers across five communities (Ikorodu, Badagry, Epe, Agege, and Ajah) representing the IBILE divisions, with 98 valid responses (49 per group) analysed. Data were collected using a structured questionnaire with simple farmer-friendly language (validated by three experts from the Agricultural and Adult education Departments with a reliability coefficient of 0.87 using Cronbach’s Alpha) and analysed with descriptive statistics (mean and standard deviation) and independent samples t-test via SPSS version 27. Results showed that farmers exposed to the digital-first model acquired significantly higher agripreneurial competencies (Grand Mean = 3.40, SD = 0.66) compared to those in the traditional model (Grand Mean = 2.34, SD = 0.83). The independent samples t-test confirmed a statistically significant difference (t = -8.15, p < 0.001), with the digital-first model proving superior across all domains. The study concludes that digital-first adult literacy models are markedly more effective in building modern agripreneurial competencies. It recommends the adoption of hybrid or digital-first programmes, investment in rural digital infrastructure, and training of extension agents in digital facilitation skills to enhance small-scale farmers’ competitiveness in Lagos State.
Copyright (c) 2026 Oluwole S. Ajala, Rachael A. Ajayi, Olufemi A. Adekunle, Babatope S. Ayejuyo, Mistura S. Adeyinka, Modinat Olusola Kelani, James O. S. Banjo https://creativecommons.org/licenses/by-nc-nd/4.0
Learning Styles and Attitude as Correlates of Academic Achievement Among Public Secondary School Students in Benin City, Edo State Nigeria
This study investigated the relationship between learning styles, students’ attitude and the academic achievement of public secondary school students in Benin City. The study was guided by two hypotheses tested at 0.05 level of significance. A survey research design using correlation approach was employed. The sample of the study was 741 students drawn from six public senior secondary schools using the multi-stage sample technique. The instruments for data collection were the Adolescent Personal Learning Styles Inventory (APLSI) and Students’ Attitude of Learning Scale (SALS), which were validated by three experts in the Department of Educational Evaluation and Counselling Psychology, University of Benin. The reliability coefficients of 0.82 and 0.72 were obtained for the instruments, respectively. Also, students second term results in English language for the 2023/2024 academic session were used to determine their academic achievement. Hypothesis 1 was tested with Analysis of Variance ANOVA Statistics while hypothesis 2 was tested with Pearson Product Moment Correlation Statistics. Findings of the study revealed that learning styles are a predictor of students’ academic achievement in Benin City. Student attitude significantly correlated with academic achievement. Based on the findings of this study, it was recommended that counsellors and teachers should lay emphasis on learning styles that will best help students in their academic journey. Students are to be encouraged to develop a positive attitude towards learning of any subject. This will help them learn better and achieve academically.
Copyright (c) 2026 Utibe Clarence Ataha, Gloria Esiekpe Osagie-Obazee https://creativecommons.org/licenses/by-nc-nd/4.0
Teachers’ Digital Competencies as Correlates of Students’ Learning Outcomes in Public Secondary Schools in South-East Nigeria
This study determined the relationship between teachers’ digital competencies and students' learning outcomes in Public Secondary Schools in South East Nigeria. Two research questions and null hypotheses in line with two specific objectives guided the study. The study adopted a correlational survey research design. The population of the study comprised 16,388 teachers (including principals) from 1,140 public secondary schools across 21 Education Zones in the five states of South East Nigeria (Abia, Anambra, Ebonyi, Enugu, and Imo States). A sample size of 391 comprising 298 teachers and 93 principals was used for the study. The sample was determined using Taro Yamane's formula. Two-stage sampling technique was used for the study. The instruments for data collection were "Teachers' Digital Competencies Questionnaire (TDCQ)" and "Students' Learning Outcome Questionnaire (SLQ)". The instruments were validated by three experts in Educational measurement and evaluation and Educational Management at Michael Okpara University of Agriculture, Umudike. Reliability was established using test-retest. The reliability text yielded coefficients of .867 and .958 for TDCQ and .949 for SLQ. Cronbach Alpha split-half reliability coefficient of .943 was obtained for TDCQ and .946 for SLQ. Six well-briefed research assistants helped in the administration and collection of the instruments. Out of the 391 copies of the questionnaires administered, 383 copies, each representing 97 percent return rate, were collected and used for data analysis. Pearson Product Moment Correlation Coefficient was used to answer the nine research questions, while linear regression analysis tested the nine null hypotheses at 0.05 level of significance. The findings showed that digital learning management systems and digital information management, to a very high extent, relate to students' learning outcomes in Public Secondary Schools in South East Nigeria. Based on the findings, it was recommended, among others, that teachers should receive specialised training on effective utilisation of digital learning management systems so they can create and manage online courses, track learner progress, host resources, and integrate interactive tools that promote better learning outcomes.
Copyright (c) 2026 C. H. Nwankwo, Nnennaya Ibiam, Felicia K. Igwebuike (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Information and Communication Technology Competencies and Utilisation as Predictors of Instructional Delivery among Agricultural Educators in Colleges of Education in Nigeria
This study investigated the levels and predictive relationships among agricultural educators' Information and Communication Technology (ICT) competencies, utilisation rates, and the effectiveness of instructional delivery in Colleges of Education (COEs) across Northeast Nigeria. A correlational and predictive survey research design was adopted. A total of 238 agricultural educators served as the study respondents. Data collection was done using a structured instrument titled Agricultural Educators’ ICT Competencies, Utilisation and Instructional Delivery Questionnaire (AEICUIDQ), which was validated by five independent experts. Trial testing yielded a Cronbach's alpha coefficient of .971, indicating high internal consistency. Descriptive statistics (mean and standard deviation) answered the baseline profile questions; Pearson Product-Moment Correlation analysed individual bivariate relationships; and Multiple Linear Regression tested the global null hypothesis at a .05 level of significance. Descriptive findings revealed that agricultural educators possess a high level of ICT competency but exhibit a moderate level of actual classroom ICT utilisation. Bivariate analysis showed a strong positive relationship between ICT competencies and instructional delivery and a moderate positive relationship between utilisation and instructional delivery. Multiple regression analysis revealed that combined ICT competencies and utilisation significantly predict effective instructional delivery, accounting for 31.7% of the total variance. Based on these findings, it is recommended that Colleges of Education transition from basic digital literacy workshops to advanced training in specialised pedagogical tools (e.g., Learning Management Systems). Furthermore, government and institutional authorities must stabilise electricity and high-speed internet infrastructure and institutionalise verified classroom ICT utilisation as an explicit benchmark for academic staff promotion.
Copyright (c) 2026 Hamisu Mohammed, Deborah Ogbene Onu, Vincent Chidindu Asogwa (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Motivational Needs of Indigenous Capture Fish Farmers for Increased Protein Production in Bayelsa State, Nigeria
The study investigated the motivational needs of indigenous capture fish farmers for increased protein production in Bayelsa State, Nigeria. The study was guided by four specific objectives and four research questions. It adopted the analytic descriptive survey research design. The targeted population of the study was all educated capture fish farmers in Bayelsa State. The purposive sampling technique was used to select a sample size of 267 respondents. The instrument for data collection contained 20 item statements, titled “Motivational Needs of Indigenous Capture Fish Farmers for Increased Protein Production Questionnaire”, which was used to elicit information from the respondents. It was validated by two experts, one from the Test and Measurement unit of the Department of Counselling and Educational Psychology and one from the Department of Agricultural Science Education, Faculty of Education, Niger Delta University, Wilberforce Island, Bayelsa State. To ascertain the reliability of the instrument, the Pearson Product Moment Correlation Coefficient statistical tool was used, and a reliability index of 0.72 was yielded, indicating a good reliability. The data collected were analysed using mean statistics and standard deviation. The study found that access to affordable and modern fishing equipment will motivate indigenous capture fish farmers for increased protein production in Bayelsa State. The study therefore concluded and recommended that access to affordable and modern fishing equipment significantly motivates indigenous capture fish farmers to enhance their fishing efforts for increased protein production. As such, the Government of Bayelsa State should provide indigenous capture fish farmers with affordable and modern fishing equipment to enhance their efficiency and motivation, ensuring increased protein production.
Copyright (c) 2026 Emizibo Samuel Osemene https://creativecommons.org/licenses/by-nc-nd/4.0
Administrative Quality Assurance and Teacher Evaluation as Determinants of Educational Quality Assurance in Public Secondary Schools in Abia State, Nigeria
The study investigated administrative quality assurance and teacher evaluation as determinants of educational quality in public secondary schools in Abia State, Nigeria. Two research questions and two null hypotheses guided the study. A correlational research design was adopted. The population comprised 8,528 respondents, including 248 principals and 8,280 teachers in 248 public secondary schools in Abia State. A multistage sampling procedure involving simple random technique was used to select 20 public secondary schools. One principal from each of the selected schools, while nine teachers were randomly selected, giving a sample of 200 respondents (20 principals and 180 teachers). Data were collected using a researcher-developed instrument titled “Administrative Quality Assurance, Teacher Evaluation and Educational Quality Questionnaire (AQATEQQ)”. The instrument was validated by three experts (two in Educational Management and one in Measurement and Evaluation). Reliability was established using Cronbach Alpha, yielding coefficients of 0.866, 0.867 and 0.923 for administrative quality assurance, teacher evaluation and educational quality respectively. Data were analysed using Pearson Product Moment Correlation to answer the research questions, while linear regression was used to test the hypotheses at 0.05 level of significance. Findings revealed significant relationships between administrative quality assurance and educational quality in public secondary schools. The findings also revealed a significant relationship between teacher evaluation and educational quality in public secondary schools in Abia State. The study recommended strengthening administrative quality assurance practices and implementing regular teacher evaluation through effective appraisal systems and continuous professional development to enhance educational outcomes in public secondary schools in Abia State.
Copyright (c) 2026 Cynthia Adaoma Onyenweaku, Nnennaya Ibiam, Eucharia Ada Ike (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Farm Management Practice Improvement Needs of Teachers of Agricultural Science in Operating Secondary School Farms in Adamawa State, Nigeria
The study determined farm management practice improvement needs of teachers of Agricultural Science in operating secondary school farms in Adamawa State. Descriptive survey research design was used for the study. Two objectives, two research questions, and one hypothesis were used for the study. The population for the study is 1266, which was made up of 1173 teachers of Agricultural Science and 93 extension agents across the state. The sample for this study was 303, made up of 93 agricultural extension agents and 210 teachers of Agricultural Science. The sample size was obtained using the Taro Yamane formula. All 93 extension agents were used for the study, while stratified random sampling technique was used to select 210 teachers for the study. The instrument for data collection was a structured questionnaire titled Farm Practice Needs of Teachers of Agricultural Science Questionnaire (FPINTASQ). The instrument was face- and content-validated by five experts: three from the Department of Agricultural Education, one from the Department of Measurement and Evaluation, and one from the Department of Agricultural Extension and Communication, all from Joseph Sarwuan Tarka University, Makurdi. The reliability of the instrument was trial-tested on 30 teachers of Agricultural Science and 11 extension agents in Taraba State. Data collected from the trial testing were analysed using the Cronbach Alpha reliability method, which gave a coefficient of 0.85 and 0.81 for need and performance, respectively, indicating that the instruments were reliable. The instrument was administered by the researcher with the help of three (3) research assistants in the study area. 303 copies of questionnaires were administered to the respondents and were collected immediately. A rating scale of four points was used as response options (HN highly needed=4; MN moderately needed=3; SN slightly needed=2; NN not needed; and HP high performed=4; AP average performed =3; Low performed-2; and NP no performed-1) for need and performance categories, respectively. Data collected was analysed using mean and improvement need index (INI) to answer the research questions, while t-test was used to test the null hypothesis at .05 level of significance. Based on the findings of the study, it was discovered that teachers of Agricultural Science in secondary schools need improvement in animal feed production and management as well as keeping of farm records. It was therefore concluded that the improvement needs identified in the study should be used to prepare the in-service training organised by the school management in collaboration with the State Secondary Education Board for the training of teachers.
Copyright (c) 2026 A. Yaro, I. O. Ngbongha, A. G. Shimava (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Perceived Effect of Agricultural Waste on the Productivity of Degraded Land for Efficient Crop Production in Cross River North, Nigeria
The study investigated the perceived effect of agricultural waste on the productivity of degraded land for efficient crop production in Cross River North, Nigeria. Survey research design was adopted for the study. Two objectives, two research questions and two hypotheses were formulated for the study. The population for the study was 30,874 comprises of 30,848 registered arable farmers and 26 agricultural extension agents across the Northern Cross River State. Sample size of 395 was determined using the Taro Yamane Formula. The study adopted proportionate sampling techniques and simple random sampling. The instrument for data collection was a structured questionnaire titled "Perceived effect of Agricultural Waste on the productivity of degraded land Questionnaire (PEAWOPDLQ)”. The instrument was subjected to face and content validity by three experts, all from Joseph Sarwuan Tarka University, Makurdi. The instrument was trial tested using 25 farmers and 5 extension agents in Benue State. Data collected were analysed using the Cronbach Alpha reliability method, which gave a coefficient of 0.82. Three hundred and ninety-five (395) copies of questionnaires were administered to the respondents with the aid of (3) research assistants who are familiar with the study area. At the point of retrieval, only 380 were returned, which were used for data analysis. The instruments used were based on a four-point rating scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD) with corresponding ratings of 4, 3, 2 and 1, respectively. Mean and Standard Deviation were used to answer the research questions, while t-test was used to test the hypotheses at 0.05 level of significance. Based on the findings of the study, it was therefore concluded that agro-industrial wastes and crop residues positively affect the productivity of degraded land for efficient crop production in the study area. It was therefore, recommended that farmers should adopt integrated soil fertility management practices by using agro-industrial waste as a means of enriching the soil for increased production.
Copyright (c) 2026 S. G. Mombom, A. B. Wombo , G. E. Ekele (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Bridging the Generational Divide in Adult Education: The Role of Libraries in Digital Literacy in Nigeria
Adult education in Nigeria brings together learners from different generational cohorts—Baby Boomers, Generation X, Millennials, and Generation Z—each with distinct learning preferences, technological competencies, and educational expectations. This diversity presents both opportunities for knowledge sharing and challenges in achieving inclusive and effective learning. Libraries play a critical role in addressing these challenges by promoting digital literacy, facilitating access to information resources, and supporting lifelong learning across all age groups. This study examined how library-based digital literacy initiatives, adaptive instructional strategies, mentorship programmes, and reverse learning techniques can bridge the generational divide in adult education in Nigeria. A descriptive survey design was adopted, involving 150 respondents comprising adult learners, educators, and administrators drawn from selected educational institutions and community libraries. Findings revealed that library-driven digital literacy programmes significantly enhance access to educational resources and improve intergenerational knowledge sharing. Mentorship and reverse learning approaches were also found effective in promoting collaboration among different age groups. However, challenges such as inadequate funding, limited infrastructure, and insufficient staff training were identified as major constraints. The study concludes that libraries remain central to promoting inclusive digital literacy and recommends stronger investment in library services, staff development, and structured intergenerational learning programmes.
Copyright (c) 2026 Uchenna Beatrice Oviri, Etinosa James Omwanghe (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Leveraging Digital Technologies to Transform Industrial Technology Education in South-East Nigerian Universities for Youth Employment
This study focused on leveraging digital technologies to transform Industrial Technology Education in South-East Nigerian Universities for youth employment. The population of this study consisted of 86 lecturers in the Department of Industrial Technology Education in Universities in South-East Nigeria. Proportional Stratified random sampling technique was used to select the respondents. A sample size of 43 lecturers was selected, consisting of 25 males and 18 females. A 22-item questionnaire titled Leveraging Digital Technologies to Transform Industrial Technology Education in South-East Universities in Nigeria for Youth Employment (LDTTITESUNYE), structured in a four-point rating scale was used for data collection. The instrument for the study was face-validated by three experts: two from the Department of Industrial Technology Education and one lecturer from Science Education (Measurement and Evaluation) Michael Okpara University of Agriculture, Umudike, Abia State. The reliability of the instrument was estimated through trial testing by administering the questionnaire to five male and three female ITE lecturers in the University of Uyo, Akwa Ibom State. The Cronbach Alpha Coefficient was used to determine the internal consistency of each set of items, which yielded a reliability coefficient of .87. The data collected was analysed using mean, standard deviation and t-test. The result revealed that the respondents agreed with all items, with mean scores ranging from 2.74 to 3.81. This shows that the mean value of each item was above the cut-off point of 2.50 and t-test was used to test the hypotheses at .05 level of significance. Findings revealed that by integrating digital tools, simulations and online platforms, Universities can provide students with practical skills, industry-relevant knowledge and increase competitiveness in the job market. Based on the findings of this study. It was recommended among others that the National Universities Commission (NUC) should review and update Industrial Technology Education Curricula to include digital competencies such as CAD, simulation and automation. Universities should be equipped with modern digital tools, software and laboratories to enhance practical learning experiences.
Copyright (c) 2026 Fatai Adewale Taslim, Yannick Chidi Ugwunali, Christopher Ndudi Okorieocha (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Sustainable Development Goals and Community Participation as Correlates of Quality Education at the Universal Basic Education Level in Abia State, Nigeria
This study investigated sustainable development goals (SDGs) and community participation as correlates of quality education at the universal basic education level in Abia State. The study’s objectives include determining the correlation between community participation in educational initiatives and attainment of SDG-related educational goals in primary in Universal Basic Education in Abia State and ascertaining the correlation between community engagement in educational initiatives and specific SDG-related educational outcomes in Abia State. Correlation design was employed in this study. Stratified random sampling technique was used to select 100 respondents, which included 50 principals and 50 teachers in public secondary schools in Abia state; the research instrument was titled sustainable development goals (SDGs) and community participation questionnaire containing 21-item statements. The items were designed on a 4-point rating scale of strongly Agree (SA), Agree (A), Disagree (D), and strongly Disagree (SD) with weights of 4, 3, 2 and 1, respectively. The face validity of the instrument (Questionnaire) was determined by three research experts in Educational Management, and Measurement and Evaluation in MOUAU. They concluded from the results that there was significant correlation between community participation in educational initiatives and attainment of SDG-related educational goals in Universal Basic Education in Abia State. It was also found that there was significant correlation between community engagement in educational initiatives and specific SDG-related educational outcomes. Based on the conclusion, the study recommends improving communication and collaboration between educational institutions and local communities, using community-based organisations, traditional leaders, and other stakeholders as intermediaries.
Copyright (c) 2026 Veronica Oluchi Dike, Eucharia Iheoma Ngerem (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Integrating E-Learning Platforms for Teaching Trade Skills in Technical Colleges in Abia State, Nigeria
This study investigated the integration of e-learning platforms for teaching trade skills in technical colleges in Abia State, Nigeria. Three research questions and three hypotheses guided the study. The study adopted a descriptive survey design. The population comprised 51 teachers, including 40 males and 11 females, from two functional technical colleges in Abia state. The entire population was utilised for the study. A structured 30-item questionnaire titled “Integrating E-Learning Platforms for Teaching Trade Skills in Technical Colleges Questionnaire (IELPTTSTCQ)” was used to collect data for the study. The instrument was validated by two experts from the department of ITE and one expert from the Measurement and Evaluation unit in the department of Science Education, all in Michael Okpara University of Agriculture, Umudike, Abia State. A reliability coefficient of .84 was obtained using Cronbach Alpha formula. Mean and standard deviation were used to answer the research questions, while t-test was used to test the hypotheses at .05 level of significance. Findings revealed a low extent of teachers’ awareness and utilisation of e-learning platforms for teaching trade skills, though teachers demonstrated a high level of readiness to integrate such platforms into their instructional practices. Additionally, no significant difference was found between male and female teachers in their levels of awareness, utilisation, and readiness. The study concluded that, despite low levels of awareness and utilisation, teachers are willing and motivated to embrace e-learning integration if supported with training and infrastructure. It was recommended that government and educational authorities intensify efforts toward teacher training, ICT infrastructure provision, and policy enforcement to promote the effective integration of e-learning in technical colleges.
Copyright (c) 2026 Yannick Chidi Ugwunali, Augustine Agbai Kalu, David O. Adeyemi, Kingsley P. Izuogu, Ukoha Akuma Ukoha (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Effect of Remote Sensing and GIS Technologies on Environmental Sustainability Outcomes in Crop Production Systems in South-West Nigeria
Environmental sustainability outcomes in crop production systems in South-West Nigeria have remained suboptimal, characterised by declining soil health, inefficient resource utilisation, and increasing ecological degradation, despite the availability of advanced geospatial technologies such as remote sensing and Geographic Information Systems. This study examined the effect of remote sensing and GIS technologies on environmental sustainability outcomes in crop production systems. The purpose was to provide empirical evidence on how these technologies influence soil health, resource-use efficiency, and overall sustainability. The study adopted a quantitative explanatory design using a self-developed instrument titled Remote Sensing and GIS for Environmental Sustainability Questionnaire (RSGESQ). The instrument was validated through expert review and pilot testing, while reliability was established using Cronbach’s alpha coefficient of 0.81. A sample size of 300 respondents was selected through stratified random sampling. Data were collected through structured questionnaires and analysed using multiple regression techniques. Findings revealed that remote sensing significantly influenced soil and crop sustainability (β = 0.41, t = 5.82, p < 0.05), GIS significantly improved resource-use efficiency (β = 0.42, t = 5.90, p < 0.05), and the combined application of both technologies had a strong effect on overall environmental sustainability outcomes (β = 0.45, t = 6.20, p < 0.05). All null hypotheses were rejected. The study concluded that geospatial technologies are critical drivers of sustainable agricultural transformation. It was recommended that governments prioritise investment in geospatial infrastructure and that farmers be trained in GIS-based decision-making to enhance sustainability outcomes.
Copyright (c) 2026 Barau Abdulkareem, P. S. Otitolaiye, J. O. S. Banjo, Baman Abubakar Mohammed, Omoyele Onipede (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Financial Literacy Needs and Economic Extension Strategies for Rural Communities in Ikwuano LGA, Abia State, Nigeria
This study investigated economic extension strategies for mass financial literacy in rural communities in Ikwuano Local Government Area (LGA), Abia State, Nigeria. Three specific purposes and three corresponding research questions guided the study. A descriptive survey research design was adopted, and the study was carried out in Ikwuano LGA comprising the historic clans of Ibere, Oloko, Ariam, and Oboro. The population comprised 175,078 rural inhabitants, while Taro Yamane’s Formula was used to select 399 rural inhabitants from the four historic clans for the study. Data were collected using a 66-item structured questionnaire titled “Economic Extension Strategies for Mass Financial Literacy Questionnaire (EESMFLQ)”. The instrument was validated by three experts and yielded a reliability coefficient of 0.82 using Cronbach’s Alpha method. Mean and standard deviation were used for data analysis, while a mean cut-off point of 2.50 guided decision-making. Findings showed a low level of financial literacy among respondents, with a cluster mean of 2.11. The study also identified major financial literacy needs among rural residents, including training in budgeting, record-keeping, debt management, loan processes, investment opportunities, and risk protection through insurance. Furthermore, key economic extension strategies for mass financial literacy were identified, such as community financial literacy training, cooperative-based education, market-square sensitisation, radio programmes in local languages, the use of trained POS/bank agents as educators, and distribution of financial education materials. The study concluded that improving mass financial literacy in rural communities in Ikwuano requires structured, inclusive, and community-centred economic extension interventions. The study therefore recommends strengthening rural extension outreach and scaling up practical financial education using trusted community platforms.
Copyright (c) 2026 Mary Ijeoma Chukwuma, Maxwell Okwudili Ede (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Competency Needs of Senior Secondary School Agricultural Science Teachers in Cucumber (Cucumis Sativus L.) Production in Abia State, Nigeria
The study assessed the Competency needs of senior secondary school Agricultural Science teachers in Cucumber (Cucumis sativus L.) production in Abia State, Nigeria. The study addressed practical issues in Agricultural Education; the gap between the theoretical teaching and practical competencies in crop production. Focusing on cucumber production is timely, given its growing commercial importance in Nigeria. The study was guided by four objectives, research questions and corresponding hypotheses which are well aligned. This study adopted a descriptive survey research design with a population of 326 Agricultural Science teachers in the 250 public secondary schools in the three educational zones in Abia state. The sample of the study was 163 teachers of Agricultural Science obtained through random sampling techniques based on the educational zones in Abia State. Cucumber production competencies questionnaire was used for data collection, validated by experts, and the reliability of the instrument was established through the Cronbach alpha method, and it yielded an overall internal consistency of 0.82. Data for the study was collected by the researchers and three research assistants. The researchers collected the questionnaire from the respondents in a week interval and obtained a 100% return rate. The data collected were analyzed using mean, standard deviation and t-test. It was revealed that 8 competencies in pre-planting, 7 competencies in planting, 7 competencies in post-planting, 6 competencies in harvesting and 9 competencies in marketing were needed for cucumber production. It was recommended that the identified competencies be used by the Agricultural Science teachers in teaching cucumber production, among others.
Copyright (c) 2026 Grace Enyidia Magnus, Vincent Chidindu Asogwa (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Application of Intelligent Tutoring Systems and Adaptive Learning Platforms in Course Delivery by Economics Educators in Public Tertiary Institutions in Abia State, Nigeria
The study assessed the application of Intelligent Tutoring Systems and Adaptive Learning Platforms in Course Delivery by Economics Educators in Michael Okpara University of Agriculture, Umudike. Two research questions guided the study. A descriptive survey research design was adopted to explore the current state of artificial intelligence application by Economics educators’ in course delivery. The population of the study is 46 Economics lecturers in tertiary institutions in Abia State. This comprised 14 Economics Education lecturers and 32 Economics lecturers. Census sampling was adopted for the study because the population is of manageable size. The instrument for data collection was a structured questionnaire, titled “Application of Artificial Intelligence in Course Delivery by Economics Educators Questionnaire (AAICDEEQ)", developed by the researcher. The instrument was face-validated by three experts: two from the Economics Education programme and one from Measurement and Evaluation, all from the College of Education, Michael Okpara University of Agriculture, Umudike. Cronbach Alpha reliability coefficient was used to determine the reliability coefficient of the instrument, and the instrument yielded a reliability coefficient of 0.74 which was high enough for the instrument to be considered reliable. Nine copies of the questionnaire were distributed to the respondents and also retrieved by the researcher. The mean and standard deviation were used to answer the research questions, and the t-test was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that the application of AI in course delivery by Economics educators in public tertiary institutions in Abia State is currently at a low level. Based on the findings, the study recommended, among others, that educational authorities and stakeholders should organise regular seminars and workshops to train and retrain Economics educators on the effective use of AI in course delivery.
Copyright (c) 2026 Nneka Juliet Eke, Maxwell Okwudili Ede (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Access to Vocational Education Programmes on Youth Employment and Income Generation
This study explored how access to vocational education programmes affects youth employment and income generation in Epe and Ikorodu. It was driven by the rising youth unemployment rate and the increasing demand for practical skills that boost employability and economic empowerment among young people. A descriptive survey design was employed, using a quantitative approach. The population included youths living in Epe and Ikorodu, with a sample of 400 respondents selected through proportionate and simple random sampling methods. Data collection was carried out using a structured questionnaire, which had a reliability coefficient of 0.83, determined via Cronbach’s Alpha. Descriptive statistics such as means and standard deviations addressed the research questions, while an independent sample t-test tested the hypotheses at a 0.05 significance level. The results indicated that youths’ access to vocational education programmes was moderate, with respondents in Ikorodu having a higher mean score (3.42) compared to those in Epe (2.98). The study also found that vocational education programmes positively impacted youth employment, with an overall mean score of 3.41, and contributed to income generation, averaging 3.48. Hypothesis testing revealed a significant difference between respondents in Epe and Ikorodu regarding the programmes' contributions to employment (t = 2.37, p < 0.05) and income (t = 2.64, p < 0.05). The study concluded that access to these programmes significantly enhances youths’ employment prospects and income potential. It recommended that the government increase investment in vocational education, improve training facilities, and ensure equitable access to vocational programmes across communities.
Copyright (c) 2026 Adeyemi Ayanyemi Ayanwole, Samuel Adeniyi Bamgbowu, Modinat Olushola Kelani (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Blockchain Technology in Education Management Information System: Concepts, Basic Terminologies and Emerging Potentials
Blockchain technology has moved beyond its origins in digital currencies to become a transformative tool across diverse sectors, including education. It offers unique opportunities for managing, securing, and sharing information. Within the educational setting, these attributes present innovative pathways for addressing long-standing challenges related to record-keeping, credential verification, data integrity, and trust in institutional processes. The system operates in ways that once a transaction has been effected and registered by the block, it becomes very difficult to change or tamper with. Exploring the Blockchain Technology innovation in the area of education management information systems would enhance better performance of the system. The paper argued that Blockchain Technology (BT), being decentralised, was designed to prevent a monopoly of decision-making. It uses a peer-to-peer (P2P) network where everyone is allowed to partake. It was argued that if anyone creates a new block, every participant in the block should agree with the transaction within the block chain to be considered valid. If any transaction goes off the rails, the entire block is invalidated, thus rejecting the transaction. The terminology explained includes 'peer to peer', 'cryptography', 'proof of work', 'consensus algorithm', 'punishment' and 'rewards' as used in Blockchain. The emerging potentials of the Blockchain technology in education management information systems was discussed, while suggestions such as a close study of existing university use cases should be done with a view to importing valuable lessons into the global education management information system.
Copyright (c) 2026 Monday Imuetinyan Imakpokpomwan, Innocent Ogonna Obidaju (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Impacts of Artificial Intelligence on Technical and Vocational Education and Training Programmes: Challenges and Prospects
Technical and Vocational Education and Training (TVET) constitutes a fundamental mechanism for developing the skilled workforce required for sustainable economic growth. The advent of Artificial Intelligence (AI) has introduced transformative opportunities and complexities into the design and delivery of TVET programmes. This paper presents a critical analysis of the impact of AI on TVET with a focus on pedagogical innovation, skill acquisition, and alignment with contemporary labour market demands. The discussion delineates the affordances and adaptive learning environment, intelligent tutoring system, automated assessment and simulation-based training that replicate industrial processes. These technologies facilitate individualised instruction and provide data-driven insights that support instructional improvement and institutional decision-making. However, the integration of AI into TVET is constrained by several systematic challenges. These include insufficient digital infrastructure, limited educator capacity in AI literacy and integration, financial constraints, concerns regarding data privacy and algorithmic bias and disparities in access between urban and rural institutions. Additionally, the lack of cohesive policy frameworks and weak linkage between educational institutions and industry impede the effective alignment of curricula with technological advancements. To address these challenges, the paper proposes a strategic pathway comprising targeted investment in teacher professional development, the establishment of smart laboratories and IoT-enabled training facilities, the cultivation of public-private partnerships and the formulation of regulatory frameworks that promote equitable and ethical development of AI. Such measures are imperative for leveraging AI to strengthen the relevance, quality and inclusiveness of TVET in the context of the Fourth Industrial Revolution
Copyright (c) 2026 Vincent I. A. Agwi, Fidelia Nwanneka Law-Obi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Assessment of Strategies for Enhancing the Teaching and Learning of Biology in Ikwuano Local Government Area, Abia State, Nigeria
This study examined the strategies used to enhance the teaching and learning of Biology in senior secondary schools in Ikwuano Local Government Area of Abia State. The study adopted a descriptive survey research design. The population of the study consists of 1200 senior secondary class two (SS 11) students and 15 teachers from all the public secondary schools in Ikwuano Local Government Area of Abia state. Two hundred and forty (240) students and 15 teachers from the public secondary schools in the area were selected using simple random sampling technique and census sampling, respectively. The instrument for data collection was “Assessment of Strategies to Enhance Teaching and Learning of Biology Questionnaire” (ASETLBQ). The questionnaire was developed based on a 4-point Likert scale of strongly agree, agree, disagree and strongly disagree. The instrument was validated by two experts in Biology education and one expert in Measurement and Evaluation. The reliability of the instrument was established using Cronbach’s alpha method, and a reliability index of 0.79 was obtained. Mean and standard deviation were used to answer the research questions, while independent sample t-test was used to test the null hypothesis at 0.05 level of significance. The result revealed that great emphasis should be made on instructional materials and monitoring of students' ability to boost students' learning and teaching of biology in secondary schools. Based on the findings the following recommendations were made: Teachers should be trained on the best way of teaching Biology with appropriate strategies to enhance teaching and learning, and workshops and seminars should be organised by the science teachers association of Nigeria on areas of strategies in teaching and learning of biology.
Copyright (c) 2026 Collens Ikechukwu Odo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Prevalence of Panic Attacks Among Secondary School Students in Ikpoba Okha Local Government Area of Edo State, Nigeria
This study investigated the prevalence of panic attacks among secondary school students in Ikpoba-Okha Local Government of Edo State. Four research questions were raised and three hypotheses formulated to guide the study at 0.05 level of significance. Descriptive survey research design was adopted. The population comprised all the Senior Secondary School II (SSS 2) students in Ikpoba-Okha Local Government Area. Stratified random sampling techniques were used to sample 300 SSS 2 students. The instruments used for data collection were self-report scales titled the “panic attack inventory” (PAI), which were content- and face-validated by three psychometricians. A reliability coefficient of .85 was obtained using the Cronbach Alpha method. The data collected were analysed using descriptive statistics (mean and standard deviation) and one-way ANOVA. The findings revealed that the level of the prevalence of panic attacks among secondary school students is severe; the panic attacks among secondary school students do not significantly differ by age, sex and socioeconomic status, respectively, in Ikpoba-Okha Local Government Area. Based on the findings, it was recommended that students should be encouraged to talk about their panic attacks irrespective of their sex, age or socioeconomic status, while counsellors, governments, educational institutions and schools should all promote anti-bullying policies.
Copyright (c) 2026 U. C. Ataha, Cornelius Chibueze Amu (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
The United Nations and the Implementation of International Human Rights Standards: A Comparative Analysis of Global and Regional Forums
The protection and promotion of international human rights standards remain central to contemporary global governance, with the United Nations (UN) serving as the primary multilateral institution for norm development, monitoring, and advocacy. Despite its normative authority and institutional legitimacy, concerns persist regarding the effectiveness of the UN in translating human rights standards into enforceable protections across member states. This paper critically examines the role of the United Nations in the implementation of international human rights standards and comparatively assesses its mechanisms alongside alternative global enforcement forums. Using a qualitative comparative analytical approach, the study evaluates key UN human rights structures in relation to alternative forums. The paper argues that while the UN remains indispensable in agenda-setting, norm codification and global advocacy, its implementation architecture is frequently constrained by political selectivity, weak enforcement capacity, state sovereignty, and institutional fragmentation. In contrast, certain forums demonstrate comparatively stronger enforcement potential, contextual responsiveness, and judicial accessibility, though they also face challenges relating to compliance, jurisdiction, and resource constraints. The study concludes that effective implementation of international human rights standards requires a complementary and multi-layered governance model in which UN mechanisms operate in synergy with regional and alternative forums such as the European Court of Human Rights, the Inter-American Court of Human Rights, the African Court on Human and Peoples’ Rights, the African Commission on Human and Peoples’ Rights, the ECOWAS Court of Justice, the East African Court of Justice, and other quasi-judicial and regional human rights bodies. It recommends deeper institutional coordination, enhanced compliance mechanisms, and strengthened regional adjudicatory bodies to improve accountability and human rights protection globally.
Copyright (c) 2026 Osato Favour Okwori (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Use of Post Hoc Analysis in Determination of Students’ Performance in 2023-2025 Mathematics WASSCE Multiple Choice Test in Lagos State, Nigeria
Post-Hoc analysis is undertaken when a tested hypothesis is rejected and there is further need to identify the variable that is responsible for the difference. The study investigated the use of Post-Hoc analysis in the determination of students' academic performance in the 2023-2025 Mathematics WASSCE in Ojo LGA, Lagos State, as three null hypotheses were formulated for this study. It employed a survey research design using the descriptive approach as the population comprised Senior Secondary School III students who sat for the 2023-2025 WASSCE. A multi-staged sampling procedure was employed in the selection of the sample. First, simple random sampling adopting the ballot and hat method was used to select Ojo LGA; then, an inclusive method was employed to select 30 public secondary schools. Thirdly, a proportionate sampling procedure using 50% was introduced to select 15 students each from the 30 schools to form a sample of 450 students. The 2023-2025 Mathematics WASSCE tests were used for data collection. Content and construct validity were established by the examination body itself in the course of validating the items. The test-retest form of reliability yielded an index of .895 (2023), .790 (2024), and .861 (2025), respectively. Analysis of Variance (ANOVA) and Post-Hoc statistics were used to analyse data with the use of LISREL software, and all hypotheses were tested at .05 level of significance. The study revealed Post-Hoc analysis was useful only in the 2025 mathematics test alone. It concluded that the difference in the 2025 Mathematics Test was attributed to the ability of test takers, latent traits and interest level of male students. It recommended that female students need to be encouraged and motivated to build careers around mathematics-related subjects.
West African Senior Secondary School Certificate Examination
Copyright (c) 2026 Theresa Ikhiaonotse Iberedem, Imoh Godwin Udofia (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
EAD Journal Volume 2, Issue 1 Preliminary Pages
These are the preliminary pages of Vol. 2, No. 1, 2026, of the Educational Advancement and Development Journal (EADJ).
Copyright (c) 2026 Karen Ferreira-Meyers, Maxwell Okwudili Ede https://creativecommons.org/licenses/by-nc-nd/4.0
In-Service Training Needs of Teachers for Effective Teaching of Agricultural Science in Secondary Schools in Benue State, Nigeria
The study determined the in-service training needs of teachers for effective teaching of agricultural science in secondary schools in Benue state Nigeria. . Survey research designed was adopted for the study. Three objectives and three research questions were used for the study. The population of the study was 295 participants, comprising 193 old Agricultural service teachers and 102 new Agricultural service teachers. All the population was used because it was manageable for the researchers to handle. Questionnaire title: In-service Training Needs questionnaire (ITNQ) was the instrument which was face and content validated by three (3) experts, all from Joseph Sarwuan Tarka University, Makurdi. To ensure the reliability of the instrument, it was trial tested on 30 respondents. Data was collected and analysed using Cronbach Alpha formula to determine the reliability coefficient of 0.94. The instruments were administered with the help of three trained research assistants. The instrument was an open-ended structure with a four-point rating scale response options of highly needed (HN), slightly needed (SN), not needed (NN), very high extent (VHE), high extent (HE), low extent (LE) and very low extent (VLE) with corresponding values of 4, 3, 2 and 1, respectively. Data collected were analysed using mean and standard deviation to answer research questions. The benchmark was that any item with a mean value of 2.50 or above was regarded as needed, while any item with a mean value of less than 2.50 was regarded as not needed. It was concluded that both old and new teachers need in-service training for effective teaching of Agricultural science in secondary schools in Benue state. It was therefore recommended among others that the government should make provision for training and retaining of teachers through seminars, workshops and conferences.
Copyright (c) 2026 T. S. Shijah, G. E. Ekele (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Determination of Skills Required in Duck Production for Self-Reliance Among Youths of South-South, Nigeria
The study determined the skills required in duck production for self-reliance among youths in south-south, Nigeria. Questionnaire Survey research design was used for the study. Three objectives, three research questions and two hypotheses were used for the study. The population for the study was 6,594 comprises of 6,347 poultry farmers and 247 extension agents. The sample size for the study was 377 which was determined using the Taro Yamane Formula. The instrument for data collection was a structured questionnaire titled Duck Production Skills for Self-Reliance Questionnaire (DPSSRQ). The instrument was face and content validated by five (5) experts: two experts from Agricultural Education, one expert in poultry production from the Department of Animal Production and another in Test Measurement and Evaluation, all from Joseph Sarwuan Tarka University. To ensure the reliability of the instrument, it was trial tested on 30 respondents comprising 25 poultry farmers and 5 agricultural extension agents from Vandeikya Local Government Area of Benue state. Data was collected and analysed using Cronbach alpha which a reliability index of 0.83 indicating that the instruments were reliable. A total of 377 copies of the questionnaire were administered to the subjects with the help of five trained research assistants, but only 358 were retrieved, which were used for data analysis. The questionnaire was on 4-point response options of Highly Required (HR=4), Moderately Required (MR=3), Slightly Required (SR=2) and Not Required (NR=1). Mean and standard deviation were used to answer research questions, while t-test was used to test the null hypotheses at .05 level of significance. In answering the research questions, a score of 2.50 and above was regarded as required, while less than 2.50 was regarded as not required. On the other hand, in testing the hypotheses where the p-value of 0.05 was equal to or less than the alpha value, the null hypothesis was rejected; otherwise, it was accepted. Based on the finding of the study, it was concluded that youths in South-South Nigeria require 97 skills for self-reliance in duck production. They are skills in planning (12 items and 9 items) and skills in breeding. The study also proved that for self-reliance in duck production, youths in South-South required necessary skills as identified in the study. It was therefore recommended that youths should seek for retraining on the planning skills identified in this study for better preparation of duck production.
Copyright (c) 2025 A. A. Ochuema, G. E. Ekele, D. G. Weever, A. B. Wombo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Roles of Digital Financial Strength in Enhancing Nigeria’s Post-Pandemic Economic Resilience (2015-2024): An Ardl Analysis with Structural Breaks
This study rigorously investigates the structural impact of Digital Financial Strength (DFS) on Economic Resilience (ER) in Nigeria across the highly volatile period of 2015 to 2024. Addressing the methodological challenge of multiple regime shifts (e.g., 2016 oil shock, 2020 pandemic), the research employs the Autoregressive Distributed Lag (ARDL) model, incorporating a Zivot-Andrews structural break test and a 2020:Q2 shock dummy. The ARDL Bounds Test confirms a stable long-run co-integrating relationship. The estimated long-run elasticity of DFS on ER is highly significant and positive at 0.85, suggesting the massive expansion in the real value of digital transactions has created a structural, shock-mitigating component within the Nigerian economy. This finding argues that the financial ecosystem has achieved the critical mass necessary to generate significant resilience benefits, effectively countering arguments of "digital prematurity”. In contrast, Inflation (INF) poses the greatest systemic drag, with a coefficient of -0.60. Analysis of the short-run dynamics reveals an exceptionally rapid speed of adjustment, with the Error Correction Term (ECMt-1) coefficient at -0.75. This implies 75% of any disequilibrium is corrected and restored to the long-run path within one quarter, a mechanism facilitated by digital payment systems. The 2020:Q2 dummy confirms an acute, immediate negative shock (-1.20), from which the high adjustment speed enabled a swift recovery. The author recommends that the Central Bank of Nigeria should prioritise structural inflation control as a cornerstone of macroeconomic stability also policy efforts must urgently accelerate the deepening of Nigeria’s digital infrastructure and regulatory framework.
Copyright (c) 2025 Adekunle Christopher Williams, Abisola Morenike Onabajo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
Towards Enhancing Social Studies Education Through the Use of Artificial Intelligence in Junior Secondary Schools in Nigeria
The integration of Artificial Intelligence (AI) into education offers transformative possibilities, particularly for enhancing teaching and learning in developing nations such as Nigeria. This position paper conceptually reviews the potential role of AI in improving Social Studies education at the Junior Secondary School (JSS) level in Nigeria. It examines both the opportunities and the systemic challenges of AI adoption in this educational context. The analysis highlights that AI technologies can revolutionize Social Studies instruction by enabling personalised learning pathways, fostering critical thinking and civic literacy, and creating interactive and engaging learning experiences connected to real-world issues. However, significant structural and pedagogical obstacles hinder effective implementation, including the acute digital divide, inadequate digital infrastructure, limited teacher preparedness, high costs of technology deployment, and pressing ethical concerns surrounding data privacy and algorithmic bias. Despite these challenges, the prospects remain promising if addressed through proactive policy measures, substantial public and private investment in teacher training, and the development of culturally relevant AI tools tailored to the Nigerian educational system. The study recommends a collaborative and phased approach involving government agencies, educators, technology developers, and local communities to ensure the equitable, ethical, and sustainable integration of AI into Social Studies education. It concludes that AI is not a replacement for teachers but rather a powerful strategic tool to enhance pedagogical practices and equip Nigerian students with essential 21st-century civic and technological skills. Realising the full potential of AI in Social Studies requires strategic planning and an inclusive policy framework to prevent the exacerbation of existing educational inequalities.
Copyright (c) 2025 Joyce Oguromsi Osagie, Oladokun O. Ogunniyi (Author) https://creativecommons.org/licenses/by-nc-nd/4.0